Our “advising community” includes several kinds of advisers ready to help out with everything from planning your courses to managing periods of stress. Your residential college Dean and Assistant Dean for Studies oversee your academic progress during all four years here. Your faculty adviser will be a sounding board for your ideas and plans throughout your first two years at Princeton, starting with a one-on-one meeting this August to discuss your fall courses. Your Peer Academic Adviser (PAA) can offer a student perspective on academics. Your advisers can help connect you with resources and opportunities. Read more about your advisers on our academic advising website.

You’ll begin to think through your fall course choices when you complete ClassPath, an online academic advising course, this summer. ClassPath culminates with a Zoom call with your Peer Academic Adviser (PAA), who will answer your questions and offer peer advice on the academic paths you’re considering. 

In early August, your faculty adviser will reach out to you to schedule a one-on-one Zoom appointment to discuss your academic interests and fall course choices. Your adviser, who will have your high school record and test scores to help with placement, will make sure you develop a plan you feel excited about.

Then you’ll head to campus, where you’ll participate in a range of Orientation events designed to support your transition to Princeton’s campus community. During Orientation, you’ll attend "How to Thrive at Princeton: Academics," which is led by your residential college staff, and will introduce you to Princeton's curriculum and important academic resources. You’ll also have the chance to explore departments and curricular options during our Academic Expo.

There are things you can do to prepare yourself well ahead of time: Think about your interests, goals, and study habits. Review Course Offerings (our online course catalog) and look at the Undergraduate Announcement for information about prerequisites and majors. If you’re considering a career in the health professions, visit the Health Professions Advising website for information on academic requirements.

Students often plan to take a program similar to the one they had in high school – math, language, English, science – whether they’re interested in those subjects or not. Why limit yourself that way? We recommend considering courses in areas that are new to you and that you did not have the opportunity to study before. Preparation and an open mind will help you make the most of conversations during Orientation and your meeting with your faculty adviser.

Additional guidance on course selection is available here.

AP credit can be used for placement into higher-level courses in certain subjects. In other words, you can avoid having to repeat what you have already learned and can advance to new material. You can also use AP credit to satisfy the A.B. language requirement, B.S.E. requirements in physics, chemistry, and math, and some A.B. major prerequisites.

AP credit cannot be used to fulfill the writing or distribution requirements and it does not reduce the number of courses required for graduation (34 for the A.B. degree, 36 for the B.S.E.).

Our primary concern is that students be placed appropriately for success in our sequenced courses, and so some language and science departments will require incoming students to take a Princeton test to confirm course placement and credit. 

For more information and a link to the AP Table, which lists credit and placement recommendations by subject, please visit the Advanced Placement website.

Unless you were admitted through Princeton’s transfer program, Princeton does not award credit for college courses taken before you matriculated. After you enter Princeton, you can earn credit for pre-approved courses taken at other institutions over the summer or during a leave of absence – A.B. students can count up to three, B.S.E. students up to four. Such courses can be counted towards the total course credits you need for your degree or used for partial fulfillment of certain distribution areas. We also strongly encourage students to study abroad at other universities during the academic year!

We use a number of tests to gauge your correct placement in various subjects. When possible, we use your AP, IB, A-level, or even SAT scores to make placement recommendations. However, we also have our own placement tests in languages taught at Princeton, computer science, physics, and chemistry. Some tests are administered over the summer, and others closer to the start of classes.

To help with math course selection, rather than taking a placement test, students will be contacted about attending a Math Information Workshop session based on their plans for the fall semester and after meeting with their academic advisor in the late summer.

Who must take a language placement test?

♦ You must take the language placement test if you are an A.B. or B.S.E. student planning to continue taking language classes in a language you have already studied in high school. In order to ensure that everyone in the class is at the appropriate level and that everyone will have a productive learning experience, students are not allowed to place themselves into 100-level language classes. 

If you would like to study a new language at Princeton, you don’t need to take the language placement test; you may simply register for the first course in the language sequence (normally 101).

If you wish to place out of the language requirement in a language that isn’t tested at Princeton, we may be able to arrange for you to take a placement test elsewhere. Talk to your residential college Assistant Dean for Studies about this option.

We also recommend that you take the language test if one of the following circumstances apply:

♦ You are an A.B. student who would like to place out of a language or receive advanced placement credit.

♦ You are a B.S.E. student who would like to receive advanced placement credit OR it’s conceivable that you might switch to the A.B. program and would like to demonstrate that you can place out of the A.B. language requirement.

Pleaser refer to this document for more information on the University’s Language Requirement.

ClassPath is an online academic advising course that will prepare you for fall course selection and your first meeting with your faculty adviser in August. ClassPath is interactive and fun – there are no right answers and nothing is graded! You’ll participate in discussions with members of your advising group (zee group), connect with your Peer Academic Adviser (PAA), and explore Princeton’s rich and diverse curriculum.

General education requirements play a critical role in Princeton's liberal arts approach. A liberal arts education aims to sharpen your ability to think broadly and freely. Thus, general education courses will challenge you to expand your thinking, strengthen your analytical and communication skills, and deepen your empathy for the world around you. 

General education requirements consist of the following:

Writing Seminar: The skills you gain in “Writing Sem” during your first year—how to pose a strong question and craft a well-informed original argument, how to work within and across disciplines, how to tap into the vast resources of Princeton’s libraries and collaborate with your peers—will be indispensable for your academic and non-academic endeavors, at Princeton and beyond. 

Language Requirement: Proficiency in a new language enables you not only to communicate with other people, but also to acquire new ideas and information and develop cross-cultural understanding. Thus, students in the A.B. program are required to demonstrate proficiency in a language other than English. B.S.E. students do not have to complete the language requirement, but many choose to do so.

Distribution Requirements: Distribution requirements allow you to explore topics that are unfamiliar and sound interesting, and ensure that your academic studies do not become too focused too early. An introductory course to a possible major, an arts course offered through the Lewis Center for the Arts, and/or a Freshman Seminar are all great ways to satisfy some of the distribution requirements during the first year and, possibly, discover a new intellectual passion.

Additional information on general education requirements and differences between A.B. and B.S.E. programs are outlined here.

Princeton’s courses vary from small seminars (e.g. Freshman Seminars and Writing Seminars, usually 12-15 students), to medium-sized lecture courses with a required "precept" (weekly discussion session), to large lecture courses (up to 200-300 students) with a precept. The standard class meeting time is 3-4 hours per week. However, some natural science or engineering courses have an additional weekly lab session (normally 3 hrs.) on top of the weekly lectures and precept.

Courses also vary in the types of assignments they require. Many STEM courses assign weekly problem-sets (“p-sets”), whereas humanities courses often focus on readings and papers. At the end of the semester, some courses require a term paper, and some have a final exam, a final “project”, or possibly a “take-home exam”. It can be a good idea to have a mixture of different types of assignments in a given semester. Having a balance of different assignments is especially helpful during busy periods like midterms and finals. 

Princeton’s courses will likely challenge you with new expectations: courses will move at a rapid pace; you will be expected to solve problems in math and science at a higher conceptual level; you will read many unfamiliar texts that require new approaches. Moreover, you will be expected to learn the particular conventions and assumptions of multiple disciplines, often in your first semester at Princeton. It is perfectly normal to feel that the study strategies that got you here are no longer as effective. Princeton has many academic support resources to help you adapt and grow.

Planning out your academic year with the rhythm of the semester in mind will help immeasurably with your transition to Princeton. Here’s a sketch of how both the fall and spring semesters work:

Following your initial course selection (during Orientation for first-year students in the fall, and at the end of the preceding term for all future semesters), the first two weeks of the term are the drop/add period during which students can drop or add courses on TigerHub, with the advice and approval of their faculty adviser. Don’t be afraid to explore, but try not to wait until the add/drop deadline to add new courses; it might be hard to catch up on missed work! After the drop/add period, you may not add courses. 

After the add/drop period, the next significant academic event is midterm week, the sixth week of the semester. Not all classes schedule midterm papers or exams during this week, but the majority do. 

Midterms are followed by a week-long, mid-semester recess, and upon returning to classes students have a three-week window to decide about dropping a class or selecting the P/D/F grade option (for classes that allow the P/D/F option, as listed in the course descriptions in Course Offerings). By the end of the ninth week, classes are set in stone – grade options are final, and you can no longer drop a class.

The end of classes is followed by Reading Period, a window of ~8-9 days to prepare for exams, final papers, projects, and other end-of-term work. The latest possible deadline for any term-time work (i.e., work assigned during the semester) is Dean’s Date, the final day of reading period. 

Finally, there is a final assessment period. All courses have a final assessment due on a date assigned by the Registrar. After that, the semester draws to a close!

You can see the academic calendars on the Registrar’s website. Also, look for reminders from your Residential College Dean and Assistant Dean for Studies to help you stay on top of your academic life.

For many students, “academic support” or “extra help” in high school meant working with a tutor to “fix” something, or to make up for a gap in understanding. At Princeton, “academic support” is more like “academic coaching”: the most successful Princeton students take advantage of opportunities outside of a classroom to enhance their performance. Explore the kinds of resources available to you from the very beginning to become an even better learner. Our academic support resources are free and available to all Princeton students! 

When you have course-related questions, the first person to turn to is the instructor, either in the form of your preceptor or the faculty member in charge of the course. Instructors set times aside ("office hours") every week to meet with students, and will be pleased that you attend them! Whether in office hours, or at a different time, they will be please you asked for clarification of a concept or for insight into problems on tests and papers. 

Additional resources include the McGraw Center for Teaching and Learning, which offers group and individual peer tutoring in introductory chemistry, computer science, economics, mathematics, physics, and statistics, one-on-one consultations with trained specialists to help you understand your own study habits, and much more. The Writing Center offers student writers free one-on-one conferences with experienced fellow writers trained to consult on writing projects in any discipline. 

Princeton University Library offers many learning and research resources, including a Personal Librarian Program, pairing a librarian with each student. You'll receive an introductory email from your Personal Librarian at the start of the semester.

You can also find wonderful academic resources within your on-campus communities, including The Scholars Institute Fellows Program (SIFP) for first-generation and/or low-income students, the Princeton University Mentoring Program, and Associate Dean of the College James (Alec) Dun for student-athletes. 

Your residential college dean or Assistant Dean for Studies, your Peer Academic Advisers (PAA), and your Residential College Advisers (RCA) will be happy to help you to identify what kinds of support will meet your needs. Keep in mind that it’s normal to feel challenged by many aspects of your academic experience – in fact, challenge often leads to growth! But you don't have to do this alone – we are here to help every step of the way.

As you embark on your college career, you may have no idea what you want to major in or may be deciding between several possibilities, or perhaps you may feel you know exactly what you’d like to study. The first thing to bear in mind is that you won’t choose your major for another year or two; in the meantime, take time to explore! A.B. students normally declare a major at the end of sophomore year, B.S.E students normally declare a major at the end of their first year.

To help you choose your major, consider where your interests lie, how you hope to make a difference in the world, and where you would find the best intellectual community of faculty and fellow students. There many ways to learn about and explore different majors as well as reflect on your interests, talents, and values, including speaking with your Assistant Dean for Studies, faculty advisers, and peer advisers.

Many of you may also be thinking ahead to potential career paths. Keep in mind that you will build valuable knowledge and skills in every major, and any major can lead in a variety of interesting directions. See the Center for Career Development Alumni & Student Stories for a few examples from recent graduates. The Center for Career Development and the Office of Health Professions Advising offer drop-in sessions you can take advantage of. 

Above all, remember that your major, while important, is only one component of your academic life. It will be complemented by other classwork (including general education, electives, and potentially a minor or certificate), your independent research, and your extracurricular experiences.